Curriculum

• I can explain the four-module narrative and learner promises.
• I reviewed every required assessed competency, its competency criteria, and its evidence type.
• I know that all four modules are required Bitcoin Diploma learning, how I may adapt Module 3 and curate Module 4, and what belongs to Advanced Learning.
• I reviewed the Activity Library where useful and selected activities for a clear competency rather than entertainment alone.
• I prepared a review and bridge for every module.

Learners and access

• I know the cohort's language, literacy, numeracy, and device assumptions.
• Accessibility needs and accommodations are arranged.
• Learners can use invented scenarios instead of private disclosure.
• The schedule includes practice, assessment, feedback, and reassessment.

Local context

• Local fiat-system and banking information is current and sourced.
• The official inflation measure and basket were checked.
• CBDC claims are current and design-specific.
• Local tools, fees, services, resources, and listings are dated.
• Legal, tax, privacy, and reporting context is framed without advice.
• Any local expert can explain the no-promotion and privacy boundaries.

Safety and technology

• No task requires a real learner seed phrase, key, credential, balance, or history.
• Training devices and wallets are prepared and reset.
• Sample payment information is marked SAMPLE — DO NOT PAY.
• Live demonstrations have been tested end to end.
• Stop conditions and escalation steps are clear.
• Every live or online dependency has a low-tech fallback.
• Device, power, internet, charging, and room arrangements are ready.

Assessment

• Activities used for assessment give learners a clear and fair chance to show each competency.
• I have considered cohort size, available time, questions, troubleshooting, feedback, and reassessment.
• Learners will have supported practice before I make a final judgement.
• I know what to look for, how to ask a helpful follow-up question, and when to record Yes or Not yet.
• Online, low-tech, and accessibility routes are ready where needed.
• Any notes protect privacy and are kept to the minimum useful information.
• I know how to offer participation or completion certification appropriately.
• I have confirmed each learner's result before using the Certificate Tool and will check certificate details before distribution.

Before inviting a guest, agree that they will:

• support named competencies and the planned learner task
• use beginner language and respect the four-module scope
• distinguish general concepts from local and changing facts
• disclose relevant affiliations or commercial interests
• avoid product promotion, investment claims, and legal or tax advice
• never request learner secrets or financial information
• use prepared examples and approved tools
• respect time, accessibility, translation, and discussion norms
• accept educator moderation and correction; and
• provide sources and dates for current claims.

When discussion slows:

• Can you explain that in your own words?
• Can you give a local or invented example?
• Which term needs a shared definition?
• What evidence would support that claim?
• Is that a fact, inference, preference, or prediction?
• What is the strongest alternative explanation?
• Which trade-off is missing?
• Who controls the keys, rules, records, or access?
• What changes if the internet, service, or institution fails?
• What would make a careful person stop and verify?
• Which part is globally stable and which is local?
• What remains uncertain?

When one learner dominates:

• “Let us hear from someone who has not spoken yet.”
• “Write first; then each pair will share one point.”
• “Please summarize the previous speaker before adding your view.”

When discussion becomes personal or political:

• “Let us return to the specific claim and evidence.”
• “Use an invented scenario so no one needs to disclose private experience.”
• “Which part can we verify, and which part is a value judgment?”

When a question is too advanced:

• “That belongs on our Advanced list. Which beginner concept do we need first?”

Four-session course

This model commonly needs extra practical assessment time.

Eight-session course

One-day intensive

Use only when the cohort and setting support sustained learning. Protect breaks and include practical assessment within the advertised course schedule.

Do not describe a compressed day as complete if required observation or assessment remains outstanding.

The Student Guide carries the beginner content. The educator brings it to life.

A strong Bitcoin Diploma experience is not the one with the longest lecture, the most technical detail, or the greatest number of transactions. It is the one in which learners ask better questions, explain the key ideas clearly, practise safely, connect learning to local reality, recognize limits and trade-offs, and demonstrate the beginner competencies the certificate claims.

Explore the Bitcoin Diploma AI assistant for optional help reviewing concepts or developing explanations for a lesson. Check its responses against the course materials before using them with learners. Educators remain responsible for teaching and assessment; never enter learner records, seed phrases, or private keys.

Share feedback, proofread the guide, or explore and contribute to the project on GitHub.